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The price for our writing services The charge that we take for our dissertation help depends on the deadlines and length of the paper. So, contact our custom dissertation writers to start your project. Knowledge of educational technology use in teaching and learning may be more complex, including knowledge of pedagogical strategies for teaching with computers, assessment methods for student products created with the aid of technology, awareness of student capabilities and common obstacles, and other factors yet unknown.
To examine what new and experienced teachers know about technology use for teaching and learning, how they use knowledge of technology use in their practice, and how knowledge is shared, I propose to study pairs of student teachers and cooperating teachers as they use educational technology in their teaching. An overarching question for this study is "How is knowledge about teaching with technology acquired, used, and shared by pairs of student teachers and cooperating teachers?
To investigate these questions, I propose to create a descriptive multiple embedded case study. The sections below give an overview of the research setting, participants, sources of data, data collection procedures, proposed analysis, and study time line.
The overall design uses guidelines provided by Yin. Research will be conducted at Monroe Middle School, a middle school located in a working-class suburb of a large industrial city in the Midwest. As a school in a lower-income area with technology funded through grants, Monroe is typical of many schools in America.
Participants are three pairs of teachers, each consisting of a student teacher and his or her cooperating teacher. These participants were selected based on their field placement at Monroe Middle School, their willingness to participate in the study, and my initial perception that they were effective teachers.
A data collection protocol will be developed iteratively during the first phase of the dissertation study. Primary data collection will take place over a ten week period lasting approximately from March 15 to June 15, During that time period, I will observe classroom teaching and instructional planning sessions, collecting data through the use of extensive field notes.
As a focus for conversations, some classroom sessions will be videotaped, with excerpts from the videotape serving to guide reflection. Two rounds of semi-structured interviews will be conducted, audiotaped, and transcribed.
As an embedded case study, there are two units of analysis to be examined. At the finer grain of analysis, case studies will be written for each participant. In turn, these cases will inform the larger unit of analysis, the pairs of one student teacher and his or her cooperating teacher.
The three larger cases will be compared to create a cross case analysis, which will form the main portion of the results.
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Dissertation Proposal Abstract. Jon Margerum-Leys. School of Education. February 24, Tentative dissertation title: "Acquiring, using, and sharing educational technology knowledge by student teachers and cooperating teachers".
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